The Effect of Digital Gamification on Young EFL Learners’ Vocabulary Learning

Abstract

In recent years, the integration of digital gamification into English as a Foreign Language (EFL) settings has become a major area of research due to the developments in educational technology. Although a number of studies have been carried out on digital gamification, its use in young EFL learner contexts is still a growing area of research that needs further contribution. Therefore, this study aims to contribute to this area by investigating the effect of digital gamification on young EFL learners’ vocabulary learning with 142 participants who were assigned to an experimental group and a control group in a primary school in Türkiye. Employing a mixed methods research design, this study collected quantitative data through a vocabulary test to assess learning and retention and qualitative data through a semi-structured interview to explore young learners’ opinions and attitudes towards digitally gamified vocabulary learning, both of which were developed by the researcher and piloted in another primary school. In this six-month study, the experimental group used digitally gamified activities to learn vocabulary while the control group used their printed and non-gamified versions. The post- and delayed post-test results revealed that the experimental group significantly outperformed the control group, making higher gains in terms of learning and retention. Furthermore, the interview results indicated that learners had positive attitudes towards digitally gamified vocabulary learning and had enhanced levels of motivation and engagement. The results have important implications for teachers, learners, researchers, and material developers regarding how gamification can be implemented in vocabulary learning.